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ECPSE 703
Final Exam Chapters 7-8
| Question | Answer |
|---|---|
| Methods that meet the needs of most students are called _____. | Universal methods |
| Approximately what percentage of students is served in tier one of the RTI model? | 80-85% |
| Approximately what percentage of students is served in tier three of the RTI model? | 3-5% |
| Approximately what percentage of students is served in tier two of the RTI model? | 10-15% |
| Assessing all students to determine is any are at risk or are below the level of expected performance for their grade is called _____. | Screening |
| True or false: accountability for students in general education classrooms is one component of the RTI model. | False |
| True or false: data-based decision making is one component of the RTI model. | True |
| True or false: universal screening and baseline and progress monitoring are components of the RTI model. | True |
| What type of assessment is used for the progress monitoring that assesses a range of skills and content across a curriculum? | Curriculum-based measurement |
| What type of assessment is used for progress monitoring that assesses skills and content in a specific classroom curriculum? | Curriculum-based assessment |
| True or false: progress is measured globally in tier two RTI interventions. | False |
| True or false: alternative pedagogy is used in tier two RTI interventions. | True |
| True or false: intervention is intensive and intentional in tier two RTI interventions. | True |
| True or false: tier two RTI interventions are often given in small groups. | True |
| True or false: students receive special education services in tier three RTI interventions. | False |
| True or false: tier three RTI interventions are often delivered in very small groups or 1:1. | True |
| True or false: tier three RTI interventions are typically delivered by specialists. | True |
| True or false: progress is meticulously measured via progress monitoring tools in tier three RTI interventions. | True |
| The comparison of a student's intellectual ability with their achievement is called _____. | Discrepancy analysis |
| True or false: progress monitoring all students is a component of teaching using differentiated instructional methods. | False |
| True or false: utilizing diverse instructional techniques is a component of teaching using differentiated instructional methods. | True |
| True or false: changing the curriculum content to meet needs is a component of teaching using differentiated instructional methods. | True |
| True or false: adapting the way students are assessed is a component of teaching using differentiated instructional methods. | True |
| What type of RTI model is being used when students are placed into groups with readily available interventions? | Standard model |
| What type of RTI model is being used when teachers and committees determine possible interventions for students who do not respond to universal instruction? | Problem-solving model |
| This measure of change uses only the data points above the highest baseline point. | Percent of non-overlapping points |
| This measure of change is found by comparing the student's performance pre- and post-intervention | Absolute change |
| Data collected during the RTI process _____. | May be used during the special education evaluation process. |
| IDEA requires the RTI model be used specifically with ________. | Learning and emotional disabilities |
| Measurements of change may be an easy indicator to determine student progress beacuase _____. | They are fairly easy to calculate. |
| True or fase: data must be reviewed and understood by the RTI team. | True |
| True or false: the RTI teams needs to consider which classroom a student will be assigned to when regarding data. | False |
| True or false: the RTI team should agree on what constitutes a lack of progress and require a move to the next RTI tier. | True |
| This measure is found with the standard of error in mind. | Reliable change index (RCI) |
| What is the equation for RCI? | Posttest - pretest / standard error of change. |
| What is the equation for percent change? | Mean of baseline - mean of intervention / mean of baseline |
| These kinds of assessments are used to compare students to one another. | Norm-referenced tests |
| True or false: obtaining an estimate of current academic levels in specific academic areas is an appropriate use of individualized achievement tests. | True |
| True or false: comparing a student's academic achievement level to a particular criterion of mastery is an appropriate use of individualized achievement tests. | False |
| True or false: determining if a specific classroom intervention has been effective is an appropriate use of individualized achievement tests. | False |
| Language skills used in speaking and writing are called _____. | Expressive language skills |
| Tests used to measure what a student has retained in the curriculum are called _____. | Achievement tests |
| Tests designed to measure strength, talent, or ability in a particular area or domain are called _____. | Aptitude tests |
| Individually administered tests that determine specific academic problems are called _____. | Diagnostic tests |
| Brief tests that sample a few items across skills or domains are called _____. | Screening tests |
| Mrs. Johnson whats to determine the degree to which her students have mastered the previous unit on adding unlike fractions. She develops a test consisting of a set of problems where students are asked to add unlike fractions. This is an example of _____. | Curriculum-based measurement |
| Innter language skills applied to what is heard are called _____. | Receptive language skills |
| Understanding language concepts and using them in writing is referred to as _____. | Written language skills |
| The abilities to express ones thoughts coherently and communicate them with others are known as _____. | Language skills |
| Individually administered tests that measure verbal concepts and understanding are called _____. | Language assessments |
| Instruments that assess a student's ability to adapt to different situations are called _____. | Adaptive behavior scales |
| The Woodcock-Johnson IV Tests is a(n) _____. | Achievement and diagnostic test |
| The K-TEA II is a(n) _____. | Achievement test |
| The PIAT-R is a(n) _____. | Achievement test |
| The Wechsler/WIAT III is a(n) _____. | Achievement test |
| The KeyMath–3 DA, PAL-II-M, and TOMA-2 are all a(n) _____. | Diagnostic test |
| What does the GORT-5 measure? | Oral reading skills |
| The PPVT-4, TOLD-P:4, and TOAL-4 are all typers of _____. | Language assessments |
| What does the TOWL-4 measure? | Overall writing, contrived, writing, and spontaneous writing |
| What does the TWS-4 measure? | Spelling skills |
| What does the PPVT-4 measure? | Receptive language skills |
| What does the TOAL-4 measure? | Written and oral language skills in students ages 12-24. |
| What does the TOLD-I measure? | General language skills of children ages 8-0 through 17-11 (8 years old to 17 and 11 months). |
| What does the PAL-II-M measure? | Math and related processing skills for students in grades K-6. |
| What does the TOMA-2 measure? | Areas of math functioning that might not be adressed by other instruments. |
| What does the Dynamic Assessment of Test Accommodations (DATA) assess for? | Large print, extended time, read aloud, calculator conditions, etc. |
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